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O espaço exterior como contexto pedagógico promotor de aprendizagens integradoras em JI e 1.º CEB
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Resumo(s)
O presente relatório de estágio, desenvolvido no âmbito do Mestrado em Educação Pré-
Escolar e Ensino do 1.º Ciclo do Ensino Básico, organiza-se em duas partes
complementares. A primeira parte apresenta uma análise reflexiva dos contextos
educativos onde decorreu a Prática de Ensino Supervisionada, evidenciando as
aprendizagens profissionais realizadas, os desafios vivenciados e as estratégias
pedagógicas desenvolvidas em Jardim de Infância e no 1.º Ciclo do Ensino Básico. A
segunda parte integra um estudo investigativo centrado no potencial do espaço exterior
como contexto pedagógico promotor de aprendizagens integradoras. Com recurso a
uma metodologia qualitativa, valorizando a observação das práticas e as perceções de
crianças e docentes, o estudo evidencia que o espaço exterior, quando intencionalmente
planificado e mediado pelo/a educador/a ou professor/a, favorece o desenvolvimento
global das crianças. Os resultados demonstram maior envolvimento, autonomia,
curiosidade e articulação entre áreas curriculares, reforçando o espaço exterior como
extensão da sala e recurso educativo fundamental.
This internship report, developed within the Master’s Degree in Pre-School Education and Primary Education (1st Cycle of Basic Education), is organised into two complementary parts. The first part presents a reflective analysis of the educational contexts in which the Supervised Teaching Practice took place, highlighting the professional learning achieved, the challenges experienced, and the pedagogical strategies developed in Kindergarten and in the 1st Cycle of Basic Education. The second part comprises an investigative study focused on the potential of outdoor spaces as pedagogical contexts that promote integrative learning. Using a qualitative methodology, valuing the observation of practices and the perceptions of children and teachers, the study shows that outdoor spaces, when intentionally planned and mediated by the educator or teacher, foster children’s overall development. The results demonstrate increased engagement, autonomy, curiosity, and integration across curricular areas, reinforcing outdoor spaces as an extension of the classroom and a fundamental educational resource.
This internship report, developed within the Master’s Degree in Pre-School Education and Primary Education (1st Cycle of Basic Education), is organised into two complementary parts. The first part presents a reflective analysis of the educational contexts in which the Supervised Teaching Practice took place, highlighting the professional learning achieved, the challenges experienced, and the pedagogical strategies developed in Kindergarten and in the 1st Cycle of Basic Education. The second part comprises an investigative study focused on the potential of outdoor spaces as pedagogical contexts that promote integrative learning. Using a qualitative methodology, valuing the observation of practices and the perceptions of children and teachers, the study shows that outdoor spaces, when intentionally planned and mediated by the educator or teacher, foster children’s overall development. The results demonstrate increased engagement, autonomy, curiosity, and integration across curricular areas, reinforcing outdoor spaces as an extension of the classroom and a fundamental educational resource.
Descrição
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Palavras-chave
espaço exterior aprendizagens integradoras educação pré-escolar 1.º CEB prática pedagógica. outdoor space integrative learning pre-school education primary education pedagogical practic
Contexto Educativo
Citação
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Licença CC
Sem licença CC